PDF Using classroom questioning effectively

Using Classroom Questions Effectively

This handout is designed to help you enhance learning though the use of questioning. It will assist your ability to:

state the educational value of asking questions in your class select appropriate types of questions for particular teaching situations design a sequence of questions to deepen learning on a particular topic ask questions that help learners learn to think like a professional ask questions that help learners become better learners manage question and answer exchanges to encourage participation

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Using Classroom Questions Effectively

Why bother asking questions?

The process of learning involves the brains of the learners. What we know about brains and learning is that the more interconnections between parts of the brain associated with a particular learning, the stronger the learning. Asking good questions enables learners to work with the knowledge using different functional parts of their brain, thereby strengthening their learning. Reasons for asking students questions ? To get learners thinking ? To motivate learners ? To improve the lesson effectiveness ? To foster rapport between instructor and learner ? To enhance learning through communication among learners ? To assess prior knowledge ? To assess learning ? To assess teaching effectiveness ? To guide learners having difficulties back to the task. ? To encourage personal connections to the content.

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Using Classroom Questions Effectively

Timing of questions

The answer to "When should we ask questions?" is anytime, as long as they are consistent with our educational themes and plan.

At the start of the lesson they can be used to: 1. Engage learners in the topic 2. Assess prior knowledge 3. Recognize existing knowledge or learning to that point.

During the lesson they can be used to: 1. Ensure learning has occurred at lower levels before moving to higher levels a. Questions to assess knowledge of terminology and concepts before questions on application 2. Serve as a means to focus activity a. Questions to help individuals deal with learning blocks b. Questions to enhance theory learning beyond the basic outcomes of the course c. Questions to get learners to predict outcomes d. Questions to get learners to argue opinions

At the end of the lesson they can be used to: 1. Celebrate the learning achieved relative to the learning outcomes (build confidence) 2. Summarize the lesson experience 3. Contextualize the learning within a wider frame of reference 4. Explore the class's reaction 5. Synthesize class concepts with other material 6. Engage the topic at a higher level.

Ongoing throughout the lesson they can be used to: 1. Help learners examine their own learning 2. Help learners reflect on: a. content b. process c. personal skills d. the future

As the major focus of the learning they can be used to: 1. Drive the process and outcomes for the entire learning episode 2. Explore problems in the context of the learning.

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Using Classroom Questions Effectively

Types of questions

Questions can be organized in a variety of ways. Some question styles are listed below. Closed vs. Open

The most common question style relates to the learner response. If the correct answer is in the question, or there is only one correct answer, or the learner only has to agree or disagree, then it is usually considered a closed question. Example: The common rafter requires only 4 saw cuts. Agree or disagree? Closed questions can be used to review or establish a rhythm. Examples: What is the reason the suspension is created first?

What is the first step in the process? What is the next step? Etc. The more favoured approach is to use a question that requires learners to generate an answer of their own. This style is referred to as an open question. Example: What saw cuts are required to make a common rafter? Convergent vs. Divergent The Convergent question restricts the responses to predetermined answers. Examples: According to the author, what are the possible reasons that . . . . ? What are the factors controlling the speed of a motor? The Divergent question allows a multitude of correct responses. This style is an excellent choice for situations where learners are being required to be creative or look for alternatives beyond their experience. Examples: What other factors should the analysis have considered? What are the possible responses to her complaint?

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Using Classroom Questions Effectively

Simple vs. Difficult The simple question requires simple recall or restatement of given information. Examples: What are the four "Ps" of marketing? State the three components of impedance. The difficult question is used at the application level of learning, which is usually where college level courses are aimed. Examples: In the example of Whithers and Associates, which of the four "Ps" was the most inadequately addressed in their stethoscope campaign? If a resonant circuit has the capacitor replaced with one of double the capacity, what will happen to the impedance? The higher level question is used for the mastery of various concepts. It is used to stimulate a higher level of thinking, for example, to evaluate, make predictions, argue, and draw inferences, Examples: How was the stethoscope campaign affected by the change in corporate leadership? What might have alleviated the impact of this transition? How does the variable capacitor influence the tuning of a radio?

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